FACTORS AFFECTING STRESS LEVEL AMONG THE SECONDARY SCHOOL

TEACHERS IN POBLACION TAYTAY PALAWAN YEAR 2020-2021

ROLANDO B. BELARMINO JR.

MARCH 2021
 CHAPTER I

INTRODUCTION

Background of the Study

Stress is the most prominent part of our life today. Historically, it derived from a

Latin word “stress” has been in common language since seventeenth century and was use to

address hardship, adversity or affliction. However, stress best described as a situation where

environmental demands exceed the capacity for effective response by the individual and can

potentially have physical and psychological consequences. According to Hans Selye “Father

of stress Research”, in physics, stress describes the force that produces strain on a physical

body, he noticed that no matter what his hospitalized patients from, they all had one thing in

common. They all looked sick, in his view, they all were under physical stress. Generally, the

incidences of stress and stress related illnesses such as anxiety and depression among

students, trainees, and qualified physicians have increased and received significant attention

in literature.

According to Hans Selye “Father of stress Research”, in physics, stress describes the

force that produces strain on a physical body, he noticed that no matter what his hospitalized

patients from, they all had one thing in common. They all looked sick, in his view, they all

were under physical stress. The incidences of stress and stress related illnesses such as

anxiety and depression among students, trainees, and qualified physicians have increased and

received significant attention in literature. Coping with stress is important for human survival

and can be defined as external or internal demands that are perceived as taxing on personal

capacities and resources.

Statement of the Problem

This research aims to answer the following questions:

1. What is the demographic profile of the respondents, in terms of:

 a. Age;

b. Gender:

c. Religion:

d. Monthly Income; and

e. Designation?

2. What are the factors affecting the stress level of the respondents?

3. What is the level of stress of the respondents?

4. Is there any significant relationship between the demographic profile of the

respondents and their stress level?

5. Is there any significant relationship between the factors and the stress level of the

respondents?

Objectives of the Study

The general objective of this research is to know the factors affecting stress level

among the secondary school teachers in Poblacion Taytay Palawan. Also, this research aims

to:

1. To know the demographic profile of the respondents, in terms of:

a. Age:

b. Gender:

c. Religion:

d. Monthly Income; and

e. Designation;

2. To know the factors affecting the stress level of the respondents;

3. To determine level of stress of the respondents;

4. To know the significant relationship between the demographic profile of the

respondent and the stress level; and

 5. To know the significant relationship between the other factors and the stress level.

Hypotheses

1. There is no significant relationship between the demographic profile and stress level

of the respondents.

2. There is no significant relationship between other factors and the stress level of the

respondents.

Significance of the Study

There are items to be concerned with especially the stress levels among the secondary

teachers in Poblacion Taytay Palawan. This study is helpful to know the stress level that

secondary teachers are involved. It is helpful to lessen the stress level among secondary

teachers due that this study design to determine the factors that affect secondary teachers

stress level.

For Teachers

To help them how to manage their stress. Also, to inform them what is the factor that

can affect their healthy life style.

For School Head/Administrator

The study will help and provide awareness to them for the possibilities of stress might

their teaching staff experience. By this, it could be able to give some guidance.

For Future Researchers

This research will help them for further information and guidance for their future

study.

Scope and Delimitation

This study will be conducted from April to May 2021. This study will be conducted to

the secondary teachers in Poblacion Taytay Palawan namely Central Taytay Senior High
School Stand-Alone, Central Taytay National High School and Faith Adventist Aacademy.

This study focuses only on the factors affecting stress level among secondary teachers year

2020-2021. Also, this study covers the different levels of stress.

Definition of Term

Stress level. This term refers to respondents’ day to day experience whether in low,

moderate and high level of stress.

Factors. This term refers to know the result or outcome of the problem.

Causes. This term refers to occur about something that happen.

Different. This term refers about the dissimilar of stress and other terms.

Kinds. This term refers to different class of a thing or a word.

Professional. A person engaged or qualified in a profession.

Prominent. Projecting an experiences in a society.

Determine. To clarify something.

Affect. An influencing behaviour and action.

Level. Is a degree or a scale to know how stress affect a person.

Conceptual Paradigm

Dependent Variable Independent Variable

Demographic Profile:

Age:
Gender:
Religion:
Monthly Income; and
Designation:

Other Factors: Level of Stress of the

Poor Sleeping Respondents
Work Pressure
Full Schedule
Poor Eating Habit
Family Problem
Peer Pressure
Income
Students Pressure
Paper Works
 Figure 1. Conceptual Paradigm

Conceptual Framework

The research is entitled “Factors affecting stress level among secondary teachers in

Poblacion Taytay Palawan school Year 2020-2021. It is design to know if there is a

significant relationship between the demographic profile and the stress level among the

respondents. The Dependent variable of this study is the demographic profile and the other

factors while the independent variable of this study is the level of stress of the respondents.
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Stress

Stress is the body’s natural response to challenges. It is a commonly held belief that

teaching can be a highly stressful profession (Jarvis, 2012). Cooper (2012) found that one

quarter of the 1,790 teachers surveyed, from a cross-section of schools reported that they

regarded their profession as very or extremely stressful. The National Union of Teachers

(NUT) reported that stress is one of the biggest problems facing teachers, and that it is the

main health and safety.

Teachers experience lower job satisfaction and poorer mental health, such as anxiety

and depression (Travers & Cooper, 2012) Stress is the abnormal reaction that the organism

displays against threatening environmental elements (Luthans, 2013). Stress, which is a

general term used for pressure that people are exposed to in life (Jepson & Forrest, 2014)

may be defined as the individual harmony effort that the person displays against a stimulant

which has excessive psychological and physical pressure on the person (Griffin,2014).

Stress in working people results in various feelings such as worry, fear and depression

(Margolis, Kroes, & Quinn, 2014).

Causes of Stress

According to Office on Women’s Health. Stress and your health fact sheet Accessed

12/9/2014. The following are the causes of stress that proffesionals encountered;

 Poor Sleeping Habits

 Students who don’t have healthy sleeping habits or don’t get enough sleep at night are

more likely to feel stressed than students who get plenty of sleep, according to the National

Sleep Foundation. Sleep allows a student’s body and brain to recharge, and it helps to keep

the immune system strong. Inadequate amounts of sleep can make a child more aggressive

and limit his ability to learn, concentrate and solve problems. The National Sleep Foundation

recommends that young people sleep 8.5 to 9.25 hours per night, and that they maintain a

regular sleep schedule.

 Full Schedules

Even those students who have not experienced an increased homework load may experience

stress due to overscheduling and overstimulation, according to Tom Loveless of the Brown

Center on Education Policy at the Brookings Institution. Loveless shares that full schedules

can stress a child’s brain and impair her ability to learn. While a teacher or parent may want

to help a child succeed by planning, for example, various worksheets, projects and

extracurricular activities, a child’s brain benefits from “boredom,” or free time, because it

allows her to figure out and develop her talents and identity. In the "CQ Researcher"

publication, family therapist Michael Gurian suggests allowing a child to be “bored” for one

hour a day.

 Poor Eating Habits

Poor nutrition and unhealthy eating habits can increase a student’s stress level, according to

the Physicians Committee for Responsible Medicine. Foods that can increase stress levels in

students include those that are high in fat, caffeine, sugar and refined carbohydrates, which is

the case with many types of convenience, processed and fast foods. Examples of stress-

inducing foods are sodas, energy drinks, donuts, candy bars, processed snack foods, white

bread, and French fries. A healthy diet that helps to reduce stress includes foods that are low
in fat and high in fiber and complex carbohydrates. Such foods include fruits, vegetables,

whole grains, nuts and lean proteins.

 Paper Works

 Student Pressure

 Income

 Family Problem

 Work Pressure

Symptoms of Stress

According to Flora Richard- Gustafson 2017 the following are the symptoms of stress

 Headache

Headache is a common symptom of chronic stress. The link between stress and headache is

so well established that there’s even a name for it: tension-type headache. In a 2012 review

article, neurologist Dr. Yaniv Chen reported on the incidence of stress-related headaches,

stating, “Tension-type headache is the most common and most socioeconomically costly

headache.” In addition to its role in tension-type headaches, stress has also been implicated as

a trigger for migraine headaches in people who are predisposed to that condition.

 Abdominal Distress

The brain-gut axis describes an extensive network of bidirectional connections between the

brain and spinal cord (the central nervous system) and the nerve pathways of the

gastrointestinal system. It has been established that psychological stress is a major factor in

both irritable bowel syndrome and functional gastrointestinal disorders. It is clear from these

links that psychological distress can and does affect the gastrointestinal system. Chronic

stress has been linked to a variety of abdominal distress symptoms, including stomach upset,

abdominal pain, overeating and loss of appetite

 Chest Discomfort
 The Mayo Clinic notes that chest pain and heart palpitations (being aware of your heart

beating rapidly, irregularly or excessively hard) can be symptoms of chronic stress. The

reality and possible severity of these symptoms is demonstrated by what has been called “the

broken heart syndrome,” wherein the lower chambers of the heart actually change shape

temporarily in response to severe emotional or psychological distress. The syndrome mimics

the symptoms of a heart attack.

 Anxiety

Anxiety is another common symptom of chronic stress. It may be accompanied by closely

related symptoms such as restlessness, irritability, anger, forgetfulness and inattention.

 Sleep Disturbance

Chronic stress has been associated with sleep disturbances, which can take a variety of forms.

Difficulty falling asleep, fitful sleep, awakening during the night and early awakening are

possible symptoms of chronic stress. Chronic stress can wear down the body's natural

defenses, leading to a variety of physical symptoms, including the following:

 Dizziness or a general feeling of "being out of it."

 General aches and pains.

 Grinding teeth, clenched jaw.

 Headaches.

 Indigestion or acid reflux symptoms.

 Increase in or loss of appetite.

 Muscle tension in neck, face or shoulders.

 Problems sleeping.

 Racing heart.

 Cold and sweaty palms.

 Tiredness, exhaustion.

 Trembling/shaking.

 Weight gain or loss.

 Upset stomach, diarrhea.

 Sexual difficulties.

Different Stress Levels

According to American Psychological Association. Stress: the different kinds of

stress Accessed 12/9/2014.

Stress management can be complicated and confusing because there are different

types of stress — acute stress, episodic acute stress, and chronic stress — each with its own

characteristics, symptoms, duration and treatment approaches.

 Acute stress

Acute stress is the most common form of stress. It comes from demands and pressures of

the recent past and anticipated demands and pressures of the near future. Acute stress is

thrilling and exciting in small doses, but too much is exhausting. A fast run down a

challenging ski slope, for example, is exhilarating early in the day. That same ski run late in

the day is taxing and wearing. Skiing beyond your limits can lead to falls and broken bones.

By the same token, overdoing on short-term stress can lead to psychological distress, tension

headaches, upset stomach and other symptoms.

Fortunately, acute stress symptoms are recognized by most people. It's a laundry list of what

has gone awry in their lives: the auto accident that crumpled the car fender, the loss of an
 important contract, a deadline they're rushing to meet, their child's occasional problems at

school and so on.

Because it is short term, acute stress doesn't have enough time to do the extensive damage

associated with long-term stress. The most common symptoms are:

 Emotional distress — some combination of anger or

irritability, anxiety and depression, the three stress emotions.

 Muscular problems including tension headache, back pain, jaw pain and the muscular

tensions that lead to pulled muscles and tendon and ligament problems.

 Stomach, gut and bowel problems such as heartburn, acid stomach, flatulence,

diarrhea, constipation and irritable bowel syndrome.

 Transient over arousal leads to elevation in blood pressure, rapid heartbeat, sweaty

palms, heart palpitations, dizziness, migraine headaches, cold hands or feet, shortness of

breath and chest pain. 

Acute stress can crop up in anyone's life, and it is highly treatable and manageable.

 Episodic acute stress

There are those, however, who suffer acute stress frequently, whose lives are so

disordered that they are studies in chaos and crisis. They're always in a rush, but always late.

If something can go wrong, it does. They take on too much, have too many irons in the fire,

and can't organize the slew of self-inflicted demands and pressures clamoring for their

attention. They seem perpetually in the clutches of acute stress.

It is common for people with acute stress reactions to be over aroused, short-tempered,

irritable, anxious and tense. Often, they describe themselves as having "a lot of nervous

energy." Always in a hurry, they tend to be abrupt, and sometimes their irritability comes

across as hostility. Interpersonal relationships deteriorate rapidly when others respond with

real hostility. The workplace becomes a very stressful place for them.
The cardiac prone, "Type A" personality described by cardiologists, Meter Friedman and Ray

Rosenman, is similar to an extreme case of episodic acute stress. Type A's have an "excessive

competitive drive, aggressiveness, impatience, and a harrying sense of time urgency." In

addition, there is a "free-floating, but well-rationalized form of hostility, and almost always a

deep-seated insecurity." Such personality characteristics would seem to create frequent

episodes of acute stress for the Type A individual. Friedman and Rosenman found Type A's

to be much more likely to develop coronary heat disease than Type B's, who show an

opposite pattern of behavior.

Another form of episodic acute stress comes from ceaseless worry. "Worry warts" see

disaster around every corner and pessimistically forecast catastrophe in every situation. The

world is a dangerous, unrewarding, punitive place where something awful is always about to

happen. These "awfulizers" also tend to be over aroused and tense, but are more anxious and

depressed than angry and hostile.

The symptoms of episodic acute stress are the symptoms of extended over arousal: persistent

tension headaches, migraines, hypertension, chest pain and heart disease. Treating episodic

acute stress requires intervention on a number of levels, generally requiring professional help,

which may take many months.

Often, lifestyle and personality issues are so ingrained and habitual with these individuals that

they see nothing wrong with the way they conduct their lives. They blame their woes on other

people and external events. Frequently, they see their lifestyle, their patterns of interacting

with others, and their ways of perceiving the world as part and parcel of who and what they

are.

Sufferers can be fiercely resistant to change. Only the promise of relief from pain and

discomfort of their symptoms can keep them in treatment and on track in their recovery

program.
  Chronic stress

While acute stress can be thrilling and exciting, chronic stress is not. This is the

grinding stress that wears people away day after day, year after year. Chronic stress destroys

bodies, minds and lives. It wreaks havoc through long-term attrition. It's the stress of poverty,

of dysfunctional families, of being trapped in an unhappy marriage or in a despised job or

career. It's the stress that the never-ending "troubles" have brought to the people of Northern

Ireland, the tensions of the Middle East have brought to the Arab and Jew, and the endless

ethnic rivalries that have been brought to the people of Eastern Europe and the former Soviet

Union.

Chronic stress comes when a person never sees a way out of a miserable situation. It's the

stress of unrelenting demands and pressures for seemingly interminable periods of time. With

no hope, the individual gives up searching for solutions.

Some chronic stresses stem from traumatic, early childhood experiences that become

internalized and remain forever painful and present. Some experiences profoundly affect

personality. A view of the world, or a belief system, is created that causes unending stress for

the individual (e.g., the world is a threatening place, people will find out you are a pretender,

you must be perfect at all times). When personality or deep-seated convictions and beliefs

must be reformulated, recovery requires active self-examination, often with professional help.

The worst aspect of chronic stress is that people get used to it. They forget it's there. People

are immediately aware of acute stress because it is new; they ignore chronic stress because it

is old, familiar, and sometimes, almost comfortable.

Chronic stress kills through suicide, violence, heart attack, stroke and, perhaps, even cancer.

People wear down to a final, fatal breakdown. Because physical and mental resources are

depleted through long-term attrition, the symptoms of chronic stress are difficult to treat and

may require extended medical as well as behavioural treatment and stress management.
 CHAPTER III

RESEARCH METHODOLOGY

This chapter deals with the methodology the researchers will use in this study which

includes the locale of the study, respondents of the study, sampling procedure,

instrumentation, data collection and treatment of data.

Locale of the Study

This study will be conducted among the secondary schools in Poblacion Taytay

Palawan. These schools are Central Taytay National High School, Central Taytay Senior

High School-Stand Alone and Faith Adventist Academy.

Research Design

This research will use a descriptive research design specifically the survey.

Respondents will answer questions through survey questionnaires. After the participants

answer the questions, researcher will describe and analyse the responses.

Respondents of the Study

 The respondents of this study will be the secondary teachers in Poblacion Taytay

Palawan. Secondary teachers in Central Taytay National High, Central Taytay Senior High

School has and the Faith Adventist Academy.

Sampling Procedure

This study will use the total enumeration of secondary teachers in Poblacion Taytay

Palawan. Through using total enumeration procedure, the researcher will determine the total

population of secondary teachers in Poblacion Taytay Palawan. Also, to determine the

relationship researcher will use correlational formula.

Instrumentation

Survey questionnaires will be used in gathering data. It includes the questions

pertaining to demographic profile of the respondents, factors affecting respondents stress and

respondents stress level. The respondents will answer the questions based on the objectives of

the study through selecting their answer in the given choices.

Data Collection Procedure

The researcher will send a letter of permission to the school heads of the selected

schools to conduct the research. Survey questionnaires will be used in gathering data. The

researcher will personally administer the survey questionnaire to identify the factors affecting

stress level among the respondents.

Treatment of Data

The data that will be gathered will be tabulated and analysed using the frequency

count, percentage, and mean.

The level of factors affecting the stress level of the students will be analysed and

interpreted using 3 points rating scale:

Adjective Rating Range of Value

3- Always 2.5-3
 2-Sometimes 1.5-2.49

1-Never 0.02-1.49

Adjectival Rating will be coded as follow:

Always High

Sometimes Moderate

Never Low

Also, to determine the significant relationship between the demographic profile of the

respondents and the factors affecting stress level among secondary teachers, the Pearson

Product Moment Correlation Coefficient will be used with the Microsoft Excel Program on

Computer.

BIBLIOGRAPHY

Websites

 Cause of Stress. Women’s Health. Stress and your health fact (2014). File retrieved

on December 27, 2019 from

https://www.helpguide.org>what-are-the-causes-of-stress/

 Different level of stress. American Psychological Association Stress. File Retrieved

on December 27, 2019 from

www.differentstresslevels.org

 Stress. National Institute of Mental Health: Facts on Stress (2014). File Retrieved on

December 27, 2019 from

https://www.merriam-websters.org/dictionary/

 Symptoms of stress. Flora Richard- Gustafson (2017) File Retrieved from

https://www.livestrong.org/article/90906-five-symptoms-stress/
 APPENDIX A

QUESTIONNAIRE

I. Demographic profile of the Secondary Teachers:

Age:______Gender:___________ Religion:__________

Monthly Income:_________Designation:_____________

II. Factors of stress:

Which of the following factors that most affect you in terms of stress?

(Choose Only One)

___Poor Sleeping

___Work Pressure

___Full Schedule

___Poor Eating Habit

___Family Problem

___Peer Pressure
 ___Income

___Students Pressure

___Paper Works

Others (please Specify) : _____________

III. Stress Level

Put a check (/) that correspond to your answer.

3- Always 2- Sometimes 1- never

Stress Level 3 2 1
1. Do you encounter stress?
2. Do you feel pressure and too much exhausting?
3. Do you feel exhilarating early in the day?
4. Are you rushing yourself to meet your paper works deadline?
5. Do you feel that the school place is very stressful place?
6. Do you feel impatience when you are stress?
7. Do you feel aggressiveness?
8. Do you feel a hurrying sense of time urgency?
9. Do you feel that you are not satisfied about your job?
10. Do you feel giving up for searching a solution about your

problem?
11. Do you never see a way out of miserable situation?
12. Do you feel not satisfied at your monthly income?
13. Do you try to ask a professional help for advice?